LMF+Report-+Smith

//Learning Motivation and Fun//


1. **Challenges make for a memorable/motivating experience for both males and females.**

When an activity involved a challenge, there was a greater sense of motivation. For males, 46% (33/72) had fun learning experiences with a high level of challenge, while 42% (37/89) of females had fun experiences with a challenge. For example, Andy described the creation of a two colored screen printing shirt was difficult at first; however when he was able to receive guidance from his instructor, he went on to win awards at the Del Mar Fair. Jennifer’s challenge was a competition with native speaks of Spanish to translate of lyrics from songs played in her Spanish class. Although it was challenging it was fun and motivated her to pursue more fluency in the language of Spanish.  As a teacher, a challenge can increase motivation for a student to succeed (as long as the challenge is not impossible). Student’s feel a level of success and want to continue and to become the best they can for the particular task. Hints may need to be given, but motivation for success typically increases with more progress to the end of the challenge.  2. **Competition does not play a key role for a fun learning experience.**

Although competition is often thought of as a motivational tool in education, it was not supported by those interviewed for the LMF. Only 19% of males and females interviewed clearly stated the use of competition to make the learning experience fun. One example of competition used for fun was Torrey’s description of her physics class in high school. She was told to design a car that would travel exactly 10 meters and it would compete against other students in the school. She felt the challenge was fun because it made her experiment and try new designs.  The implications as a teacher goes against what I was taught because I always thought competition would bring out the best in individuals; however this information is contradictory. The learning needs to be fun and for most, competition is not a fun experience.  3. **Activities which are physical in nature (i.e. field trips) lead to more fun and motivation.**  Over 39% of males and females stated that physical activity was fun because it was a different setting. For example, Marie described her experience at 6th grade camp where her field trip led her to learn about different types of plants found in the area, and then she participated in a scavenger hunt. Erica described her experience in 7th grade biology class where she went out to collect insects in a canyon near her house. Although she was grossed out by the idea of catching “bugs” she had a good time with the collection process.  As a teacher if we fail to keep students active and moving around we limit their ability to stay focused on the activity. Field trips offer an opportunity to connect and see firsthand how things work in nature and the real world. This often leads to relevance.  4. **Material which is relevant to the learning experience and will relate to the student is fun and motivating.** <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">Over 46% of men and women agree that relevance was important to their motivating and fun learning experience. Robert described his experience with his Driver’s Education instructor and how the acronym, S.M.O.G., has stuck with him for years because of his need to drive. The teacher made the content relevant and important showing the video “Blood on the Asphalt”. This graphic video showed horrific car accidents to scare teenagers into driving safely. <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">Making the content important enough to learn will increase motivation. Showing how it would be used in real life as opposed to just on paper or in a textbook is very important. Every lesson needs to have a real world application to be significant in a student’s life. The question I always get as an educator, “When am I ever going to need to know and use this stuff?” <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">5. **Interacting** **with peers in a group project has a higher level of fun and motivation.** <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">Group projects and peer interaction make it more desirable for students to learn and have fun. Caroline described her experience with her friends during lunch to draw and critic each other. Dan describes his experience with the Boy Scouts and how his troop worked as a group in competition against other troops in the Boy Scouts. <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">As a teacher having students work in groups is part of the “real world”. Interaction allows for the brainstorming of ideas and sharing items that individuals would not be able to question. Social activities bring people together and learning needs this part as well, cooperative learning is the answer.